The prevalent public narrative based on Roger's (2003) model of innovation diffusion categorizes teachers as laggards; rigidly entrenched in outdated practices and unwilling to change. As new instructional technologies failed to be adopted into classrooms, this public narrative served as a pervasive explanation, widely accepted as characteristic of those teaching in the nation's schools. Cuban (1986b) constructed a response, providing a rationale for the ways in which teachers adopted technology based on exigencies of the classroom, but his response does not fully explain how teachers use instructional technology. This research identifies teachers not as laggards, but as serious, creative professionals, whose innovation is fueled, not impeded, by scarcity of resources. Their values support education that is student focused and based on relational or independent learning. The narratives give rise to a new ecological model of technology adoption based on practicality, applicability, purpose, implementation, and engagement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]